School Innovation & Improvement Plan
Outcome goals for this academic school year
2021-22 ESSER III/ SIIP At-a-Glance
Greenbriar West ES | Region 5 | Andrew Blount, Principal
Background: The Elementary and Secondary School Emergency Relief (ESSER III) is a federal grant which requires that spending be used in specific areas. Part of the Fairfax County Public Schools spending plan identifies funding to be used for Unfinished Learning and Student Academic and Social, Emotional, Mental Health (Wellness) Needs. Schools have been given funding allocations to support the academic and wellness needs of students. Schools are required to create plans in English Language Arts, Mathematics, and Wellness highlighting the strategies they will use to support these areas using their ESSER III funding. These strategies are shown below.
ESSER III English Language Arts Strategies
Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts.
Strategy 1: Engage in data dialogues about student needs and plans for targeted tier 2 instruction. Through data dialogue teachers will devise a reteaching plan to target reading strategies and skills from previous units or based on DRA2 assessments. CLT's will engage in day long data dialogue and collaborative planning with reading specialists to identify student academic needs in language arts. Grade level teams will provide common assessments for students in language arts.
Strategy 2: Strengthen Small Group instruction to reteach essential standards in comprehension in both fiction and non-fiction. Based on data, teachers will determine which students are in need of reteaching essential skills that may have been missed in previous year due to the pandemic. Provide weekly small group instruction before or after school for students in need.
Strategy 3: Strengthen Small Group instruction with an emphasis on Phonics and Phonemic Awareness in grades 4-6. Based on data, teachers will determine which students would benefit from additional support in phonics and phonemic awareness. Use REWARDS materials for small group instruction to target such areas.
Strategy 4: Improve T1 grade level independent reading for all students. Update classroom libraries with newer titles, topics that relate to a culturally diverse student population and represent interests and topics relatable to today's students. Determine materials that are needed by genres and cultural groups for classroom libraries.
ESSER III Mathematics Strategies
Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics.
Strategy 1: Leverage Tier 1 Core reteaching resources, utilizing math manipulatives and small group structures to support math instruction in the general education classroom. Teachers will monitor student progress, and quizzes, on grade level journeys and assignments actively leveraging Math Workshop Structures to provide targeted small group re-teaching during the core math class. Teachers will incorporate the use of math manipulatives in math workshops.
Strategy 2: Engage in data dialogues about student needs and plans for targeted tier 2 instruction. Math Lead and Region Data specialist will work with grade level teams to support data dialogues using common assessment data to identify students who need additional support.
Strategy 3: Strengthen small group instruction for students supplemental to core instruction. Small group, before or after school support, for students identified as below grade level in mathematics (Tier 2/3)
ESSER III Wellness Strategies
Outcome: Ensure students feel safe, included, and supported in the school environment.
Strategy 1: Strengthen Tier 1 Evidenced-Based strategies to support SEL competencies. Continue use of Positivity Project and Responsive Classroom; determine training needs around Responsive Classroom; establish Student Clubs to promote wellness and belonging, and participate in a Portrait of a Graduate cohort to support student growth around POG skills related to SEL.
Strategy 2: Strengthen schoolwide practices that support student-regulation and problem-solving skills Provide counselor lessons, determine student and classroom needs, create systematic check-in for students and establish schoolwide “take a break boxes” and best practices for use with students
Strategy 3: Strengthen teacher understanding and adoption of best practices for supporting student social emotional wellness. Provide professional learning opportunities for staff around SEL practices and strategies during teacher planning days.
Strategy 4: Provide targeted student support. Strengthen teacher/mentor program- create mentor bins with games and activities to support these relationships. Strengthen behavior referral and tracking process to include a new form; use data from referrals to assess progress and student needs
Access & Opportunity End of Year SMARTR Outcome
Background: All Fairfax County schools are also required to complete an access and opportunity goal as part of their School Innovation and Improvement Plan (SIIP) and can also capture additional goals. These are shown below.
Goal: By June 2022, GBW will move up one phase on the Schoolwide Equity Audit for the “School Climate/Environment” (move from “Translating into Practice” to “Reflecting and Refining”).
Strategy 1: The equity team will implement the needed strategies described in the Schoolwide Equity Audit under the category of “School Climate/Environment”. Diversify texts and instructional materials, establish a student equity club, and continue staff equity book study.
Strategy 2: Utilize the strategies described on the Implementation Rubric from Young Scholars to focus on the “Find/Identify” and “Nurture, Guide, and Support”. Implement young scholars best practices and provide weekly enrichment for identified students.